Impact of a School-Based, Multi-Tiered Emotional and Behavioral Health Crisis Intervention on School Safety and Discipline

Author(s):  
Jill H. Bohnenkamp ◽  
Cindy M. Schaeffer ◽  
Rachel Siegal ◽  
Tiffany Beason ◽  
Mills Smith-Millman ◽  
...  
2020 ◽  
Vol 42 (2) ◽  
pp. 79-87
Author(s):  
Amy J Kaye ◽  
Vanja Pejic ◽  
Molly Jordan ◽  
Kristine M Dennery ◽  
David R DeMaso

Abstract Social, emotional, and behavioral health challenges pose significant barriers to students’ academic success, yet teachers report that they do not feel equipped with the knowledge and skills needed to address these challenges in their classrooms. This article presents findings associated with the effectiveness of an innovative school-based behavioral health professional development and consultation model designed to address this need for urban educators. Program evaluation results from school-based team members from five pilot schools over a two-year partnership period indicate that this model is highly used and valued by school staff, as well as perceived by school staff as effective in building the knowledge, skills, and self-efficacy to implement strategies and build systems in schools to address students’ social, emotional, and behavioral health needs. Progress monitoring data suggests that this learning is translating to actual systemic change in schools based on school-based team members’ reports of progress toward goals specific to the behavioral health systems, procedures, and protocols at their schools. The findings highlight the implications for school-based consultants and practitioners based on the promise of this model.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Javad Babaie ◽  
Ayat Ahmadi ◽  
Gholamreza Abdollahi ◽  
Leila Doshmangir

Abstract Background Water pipe smoking (WPS) is re-gaining widespread use and popularity among various groups of people, especially adolescents. Despite different adverse health effects of WPS, many of the WPS interventions have failed to control this type of tobacco smoking. This study was conducted to identify experienced management interventions in preventing and controlling WPS worldwide. Methods A systematic literature review was conducted. Electronic databases were searched for recordes which were published from beginning 1990 to August 2018. Studies aiming at evaluating, at least, one intervention in preventing and controlling WPS were included in this review, followed by performing the quality assessment and data extraction of eligible studies by two independent investigators. Finally, interventions that were identified from the content analysis process were discussed and classified into relevant categories. Results After deleting duplications, 2228 out of 4343 retrieved records remained and 38 studies were selected as the main corpus of the present study. Then, the identified 27 interventions were grouped into four main categories including preventive (5, 18.51%) and control (8, 29.62%) interventions, as well as the enactment and implementation of legislations and policies for controlling WPS at national (7, 25.92%) and international (7, 25.92%) levels. Conclusion The current enforced legislations for preventing and controlling WPS are not supported by rigorous evidence. Informed school-based interventions, especially among adolescents can lead to promising results in preventing and controlling WPS and decreasing the effects of this important social and health crisis in the global arena.


2018 ◽  
Vol 108 (3) ◽  
pp. 775-827 ◽  
Author(s):  
Randall Akee ◽  
William Copeland ◽  
E. Jane Costello ◽  
Emilia Simeonova

We examine the effects of a quasi-experimental unconditional household income transfer on child emotional and behavioral health and personality traits. Using longitudinal data, we find that there are large beneficial effects on children's emotional and behavioral health and personality traits during adolescence. We find evidence that these effects are most pronounced for children who start out with the lowest initial endowments. The income intervention also results in improvements in parental relationships which we interpret as a potential mechanism behind our findings. (JEL D14, I12, I26, I31, I38, J13, J15)


Author(s):  
Linda Charmaraman ◽  
Amanda M. Richer ◽  
Megan A. Moreno

We examined how risk level of video games, measured by maturity and violence level, was associated with behavioral health, social impacts, and online social interactions. School-based surveys in two different cohorts assessed self-reported gaming behaviors, health, and social media use. For Study 1, our 700 participants were 52% female and 48% White (mean age 12.7). Middle school students who played the high-risk games reported higher depressive symptoms and problematic internet behaviors, less sleep, more time spent playing games, and higher frequency of checking social media than non-gaming students. Those who played high-risk games were less likely to play alone and to play with strangers than those who played minimal-risk games. For Study 2, our 772 participants were 50% female and 57% White (mean age 12.6). Similar to Study 1, we found that those who played the high-risk games spent significantly more time playing games, were more interactive with other players, and had poorer sleep outcomes than non-high-risk gamers. Additionally, playing high-risk games had significantly different social impacts of gaming compared to less-risky gaming, including spending more money on games, spending less time on homework and with family or skipping meals due to gaming. Mature and violent content of video games and amount of online social interaction associated with gaming play a strong role in behavioral health and social impacts within families. These results can inform guidelines to intervene when problematic behaviors emerge.


2019 ◽  
Vol 47 (4) ◽  
pp. 833-855
Author(s):  
Patricia Logan‐Greene ◽  
Brad Linn ◽  
Robin Hartinger‐Saunders ◽  
Thomas Nochajski ◽  
William F. Wieczorek ◽  
...  

Author(s):  
Mia Everett

The majority of children and adolescents in need of mental health services do not receive adequate care. Barriers to quality care include limited financial resources, social stigma, and a paucity of appropriately trained clinicians. The deleterious effects of untreated childhood mental illness have been well documented. School-based child and adolescent psychiatrists are on the front line of managing this public health crisis. Approximately 75% of mental health services for children and adolescents are provided in educational settings. The success of school-based mental health programs is contingent upon effective collaboration between the practitioner, caregiver, child/adolescent, and educator. In this chapter, a case is used to illustrate salient features of school-based psychiatric practice, including assessment tools, interventions, educational advocacy, and logistical considerations. The practice of public psychiatry in school-based settings should optimally adhere to the principles of recovery, resilience, and cultural competence.


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